Akbari M et al.

Injury & Violence 69

J Inj Violence Res. 2021 Jan; 13(1): 69-80.
doi: 10.5249/ jivr.v13i1.1592

Systematic Review

Is driver education contributing towards road safety? a

systematic review of systematic reviews
Maryam Akbaria, Kamran B. Lankarania,*, Seyed Taghi Heydaria, Seyed Abbas Motevalianb
Reza Tabrizic, Mark J.M.Sullmand
a
Health Policy Research Center, Institute of Health, Shiraz University of Medical Sciences, Shiraz, Iran.
b
School of Public Health, Iran University of Medical Sciences, Tehran, Iran.
c
Non-Communicable Diseases Research Center, Fasa University of Medical Sciences, Fasa, Iran.
d
Department of Social Sciences, University of Nicosia, Cyprus.

KEY WORDS Summary:

Background: There is a vast amount of literature on the effects of driver education. However,
the evidence has become somewhat fragmented, making it challenging to understand driver
Driving education education's effectiveness for improving road safety. The current study aimed to provide the
Road safety efficacy of pre-LDE and post-LDE interventions aimed at improving the safety of drivers
(includes crashes, injuries, or secondary outcomes).
Overview of - Methods: The following online databases were searched up to the 21st of February 2020:
systematic reviews Web of Science (WOS), Scopus, PubMed, Cochrane library, and other relevant databases.
Systematic reviews (SR) and meta-analyses were selected to investigate the efficacy of driving
education in reducing crashes, injuries, or secondary outcomes. Two investigators independently
conducted the data extraction and used the assessment of multiple systematic reviews (AMSTAR)
tool to conduct a quality assessment of each SR identified.
Results: Out of the 229 potential articles, seven SRs were eligible for the current overview of
systematic reviews and meta-analyses. This overview showed that pre-and post-license
education by people of all ages led to improvements in secondary outcomes, such as
performance, self-perceived driving abilities, behind-the-wheel driving performance, and even
a small decrease in traffic offenses. However, education was not effective in reducing crashes or
injuries, either at the individual or community level.
Conclusion: There was no evidence that driver education is an effective approach to reducing
crashes or injuries. This negative result might be due to ineffective teaching methods. To improve
road safety, it appears necessary to change the method or content of driving education since
Received: 2020-09-04
Accepted: 2020-12-19 the current approaches to driving education do not reduce traffic crashes or injuries.

* Corresponding Author at:

Kamran B. Lankarani: MD, Health Policy Research Center, Institute of Health, 8th Floor, Building No. 2, School of Medicine, Zand Ave.,
Shiraz, I.R. Iran. Tel +98-71- 32309615, Fax +98-71- 32309615, Email: lankaran@sums.ac.ir (B. Lankarani K.).
https://orcid.org/0000-0002-7524-9017

This is an open-access article distributed under the terms of the Creative Commons Attribution 3.0 License, which permits unrestricted use, distribution, and
reproduction in any medium, provided the original work is properly cited.

The Problem
noted that the progress in reducing average road traf-

A ccording to a recent road safety report, the aim

of reducing road deaths by 50% by 2020 is
that in the context of the United Nations Decade of Ac-
tion for Road Safety, it will not be met. 1 This report also
fic fatalities in the period 2013-17 has been slower
than in the period 2010-13 (0.5% vs. 2.6%).1
Internationally, approaches to road safety man-
agement have focused on the central pillars, such as

J Inj Violence Res. 2021 Jan; 13(1): 69-80. doi: 10.5249/ jivr.v13i1.1592 Journal homepage: http://www.jivresearch.org
 70 Injury & Violence
engineering, enforcement, education, evaluation, the
speed of emergency responses, as well as improving
vehicles and roads.2-3 Due to the practical and feasibility
of training or education, among these central pillars, this
is a common approach for improving safety, especially
in developing countries that have limited resources.4
The training and education of drivers can be placed
into two main categories, which are pre-license educa-
tion and post-license driver education (pre-LDE and post-
LDE). Pre-LDE comes in two common forms, school-based
road safety education and one-to-one driving instruction
with professional driving instructors.5 The procedural and
cognitive skills training tend to be combined in pre-LDE
but are treated separately in post-LDE.5 Previous re-
search has found school-based driver education (pre-
LDE) has been found to lead to earlier licensing but not
to reduce crash involvement among teenagers.6 Further-
more, pre-LDE using driving simulators was not found to
change the driving style significantly.7
Research has found moderately improved
knowledge, driving awareness, and driving performance
in a number of systematic reviews (SRs) on post-LDE
among older people, but no reduction in crashes and
injuries.8-9 In addition, there is no evidence that educa-
tion for improving driver behavior and post-LDE has
significantly reduced road injuries or crashes, although a
small decrease in the occurrence of traffic offenses was
reported.10 In contrast, there is some evidence that
education has a somewhat positive impact on outcomes
such as crash rates. However, these studies would be
considered low on Sackett's levels of evidence.11 In a
study,12 cognitive training for drivers was found to signif-
icantly reduce motor vehicle collision involvement per
year and per mile driven. In a group-based education
program have been found a reduction in collisions
among old-aged drivers by following exposure to a 1 ×
90 min session every two years.13 Furthermore, a sys-
tematic review reported that older driver training, with
programs tailored to individual participants, improved
their self-perceived driving ability, their behind-the-
wheel performance, and reduced crashes.14 Therefore,
the contribution of driver education towards road safety
remains somewhat controversial.
Although there are several systematic reviews (SRs),
there are currently no overviews of the systematic re-
views and meta-analyses on the efficacy of pre-LDE and
post-LDE interventions aimed at improving the safety of
drivers (includes crashes, injuries, or secondary out-
comes). The current study was conducted to provide a
comprehensive overview of pre-LDE and post-LDE
efficacy by summarizing the findings from published SRs
using data from different countries. And it will answer
Journal homepage: http://www.jivresearch.org
Akbari M et al.
the question of whether driver training contributes to
road safety.
Methods
Search Strategy and Inclusion Criteria
The methodology of this study is based on the pre-
ferred reporting items for systematic reviews and me-
ta-analysis (PRISMA) checklist. We searched online
databases, including the Web of Science (WOS), Sco-
pus, PubMed, Cochrane library, and other relevant
databases. Searches were performed up to the 21 st of
February 2020. This study is a systematic review of
systematic reviews (SRs). In order to identify SRs that
assessed the impact of driver education on crashes,
injuries, or secondary outcomes, the following search
terms were used: (driver* OR driving) AND (driver
training* OR pre-driver training* OR learning to drive
training* OR post-licensure training* OR driver im-
provement * OR novice drivers) AND (young* OR
youth* OR teen* OR adolescent* OR novice* OR old-
er* OR student) AND (systematic review* OR meta-
analysis*). All identified studies were included in the
software StArt (State of the Art through Systematic
Review).15 This software used different combinations of
the terms "systematic" and "review" in the title or ab-
stract to identify the other studies' systematic reviews.
These studies were also screened separately by two
other individuals in addition to the software.
SR studies were included that met the following cri-
teria: studies were systematic reviews with or without a
meta-analysis that covered the effect of driver educa-
tion [included pre-license driver education (professional
driving instruction, school-based driver education, and
simulator training) and post-license driver education
(novice drivers education, remedial driver education,
advanced driver education, and driver improvement)]
on road traffic outcomes [(crash and injury) and sec-
ondary outcomes (driving performance or driving
awareness or driving behavior and knowledge)].
Data Extraction and Quality Assessment
Two investigators independently conducted the data
extraction and quality assessment of all SRs include in
this study. Discrepancies were resolved by consensus
between the two or by discussions with a third re-
searcher (K-BL).
The following data were extracted from all SRs in-
cluded: first author’s name, publication year, study
country, number of included primary studies, type of
included primary studies, the stage of the driver, edu-
cation type, age group, whether they studied crashes,
J Inj Violence Res. 2021 Jan; 13(1): 69-80. doi: 10.5249/ jivr.v13i1.1592
Akbari M et al.
injuries or secondary outcomes, and their main findings.
The assessment of multiple systematic reviews (AMSTAR)
tool was used to assess all systematic reviews' methodo-
logical quality.16 This checklist assessed the quality of the
SRs according to the following items: ‘a priori’ design
provided; duplicate study selection/data extraction;
comprehensive literature search; status of publication
(i.e., grey or unpublished literature); list of studies in-
cluded/excluded provided; characteristics of included
studies documented; scientific quality assessed and doc-
umented; appropriate formulation of conclusions (based
on methodological rigor and scientific quality of the
studies); appropriate methods of combining studies (ho-
mogeneity test, effect model used, and sensitivity analy-
sis); assessment of publication bias (graphic and/or sta-
tistical test); and conflict of interest statement.
Result
Characteristics of Included Studies
Our search strategy identified 229 articles, of which
49 were duplicates and were therefore removed. After
title and abstract screening, 43 records were found to
Figure 1: Flowchart of study identification and selection process.
J Inj Violence Res. 2021 Jan; 13(1): 69-80. doi: 10.5249/ jivr.v13i1.1592
Injury & Violence 71
be eligible for full-text assessment (Appendix 1(, but
only seven were found to meet all of these overview
criteria. The flowchart of the study identification and
selection process is presented in Figure 1.
Five of the included studies were systematic re-
views,7-9,14,17 with two of them also including a meta-
analysis.6,10 There were 83 primary driver education
interventions included in this current overview, five of
which were conducted on post-license education8-10,14,17
and two on pre-license education.6,7 The publication
years of the SRs included ranged from 1999 to 2019.
Table 1 presents the detailed characteristics of the
included SRs.
Pre-license Driver Education (Pre-LDE)
Pre-LDEs are defined as any educational curriculum
designed to encourage the development of driving-
related behaviors and beliefs that are specifically tar-
geted at those who have not yet received their provi-
sional driver's license.5 Pre-LDE includes many different
formats, including professional driving instruction,
school-based driver education, and simulator training.5
Journal homepage: http://www.jivresearch.org
 72 Injury & Violence Akbari M et al.

Table 1: Summary of driver education evaluation result.

Number
Study of Stud- Type of Driver stag- Type of Summary of
Reference Countries Age group Outcomes
design ies in- studies es education findings
cluded

Training
interventions
in older
Six RCTs,
drivers im-
one pre-
Awareness, prove mod-
post-study Educational
Kua et al. Systematic aged 55 driving be- erately driv-
Canada 8 design, Post-license curriculum
(2007)9 review and older havior, ing aware-
and one (retraining)
crashes ness and
descriptive
driving be-
study
havior, but
do not re-
duce crashes.

Two random-
ized con-
there is no
trolled tri-
convincing
als,9,10
evidence
two re-
among young
analyses of
drivers that
the data
the driver
from one of
education of
the con- High
Vernick et high school
Systematic trolled Education School Motor vehi-
al. USA 9 Post-license reduces
review trials,11,12 curriculum (young cle crash
(1999)17 motor vehicle
three eco- drivers)
accident
logic time-
involvement
series de-
rates (either
signs,13–15
at the com-
and two
munity or
ecologic
individual
analyses of
level)
group dif-
ferences
No evidence
of that post-
licence driver
training is
effective in
reducing
road crashes
(relative risk
(RR): 0.98,
Remedial 95%CI:
Systematic driver 0.96-1.01)
Driver im- Re-offences ,
Ker et al. review education / or injury
UK 21 RCT provement All ages crashes,
(2005)10 and meta- Advanced crashes (RR:
/Post-license injury
analysis driver 1.12, 95%CI:
education 0.88-1.41);
however the
results
showed a
small reduc-
tion in the
traffic of-
fences (RR:
0.96, 95%CI:
0.94-0.98).
No evidence
of that the
training of
Systematic School
Aged 17 drivers re-
Roberts et review based
UK 3 RCT Pre-license to 21 Crashes duce road
al. (2008)6 and meta- driver
years crashes (Risk
analysis education
Ratio: 1.03
95%CI:
0.98-1.08).

Journal homepage: http://www.jivresearch.org J Inj Violence Res. 2021 Jan; 13(1): 69-80. doi: 10.5249/ jivr.v13i1.1592
Akbari M et al. Injury & Violence 73

Table Cont. 1: Summary of driver education evaluation result.

Number
Study of Stud- Type of Driver stag- Type of Summary of
Reference Countries Age group Outcomes
design ies in- studies es education findings
cluded
Combined
education
with on-road
training
strongly
improves the
driving per-
formance
and moder-
ately in-
creases the
driving
Three RCTs knowledge.
Education Knowledge,
Korner- and one Physical
Systematic modules, Aged 55 driving per-
Bitensky et Canada 4 matched- Post - license restraining
review educational and older formance,
al. (2009)8 pairs cohort moderately
curriculum crashes
design improves the
performance
of drivers.
There is
moderate
evidence that
a single
training
intervention
curriculum is
not efficacy
in decreasing
crashes
Increased
drivers’
Classroom-
knowledge
based
about road
education,
safety.
or a combi-
Twenty-five And im-
Sangrar et nation of
Systematic RCTs and Aged 55 Knowledge, proved the
al. Canada 33 Post - license classroom-
review eight non- and older crashes self-
(2019)14 based
RCTs perceived
education
and behind-
with on-
the-wheel
road feed-
outcomes
back
such as
crashes.
No evidence
to support or
Two experi- refute the
mental stud- program
ies with education
Martín- random Driving Young efficacy
Pre – license
delosReyes Systematic assignment, Simulator- novice or using simula-
Spain 5 (learner Safety
et al review one quasi- based learner tors among
drivers)
(2019)7 experiment, training drivers young peo-
and two ple in devel-
cohort stud- oping the
ies driving be-
havior and
their safety.

A systematic review of three randomized controlled
trials (RCTs), conducted by Roberts and Kwan,6 found
that road safety education in schools contributes to ear-
lier licensing of teenage attendees. Furthermore, they
also suggested that these interventions may potentially
lead to a significant rise in the proportion of crashes
among adolescents who had been through this course,
via earlier licensing.
A systematic review conducted by Martín-
delosReyes et al.7 investigated whether the use of driv-
er simulator training in young learner drivers or inexpe-
rienced drivers leads to a reduction in road crash or
injury and/or traffic offenses, or to the development of

J Inj Violence Res. 2021 Jan; 13(1): 69-80. doi: 10.5249/ jivr.v13i1.1592 Journal homepage: http://www.jivresearch.org
 74 Injury & Violence Akbari M et al.

safer driving skills when compared with non-simulator-
based training. The results of this systematic review did
not support the efficacy of simulator-based training pro-
grams for improving the safety of driving styles among
young learner or novice drivers.
Post-license Driver Education (Post-LDE)
Post-LDEs are focused on inexperienced drivers
(mostly young) with the aim of reducing their greater risk
of being crash involved.5 Although pre-licensing driver
training attempts to incorporate cognitive and procedur-
al skills training within a single curriculum, post-licensing
driver training programs attempt to address either pro-
cedural or cognitive skills.5
Vernick et al.17 performed a systematic review of
Post-LDEs to investigate whether high school-age individ-
uals participating in driver education had fewer motor
vehicles accidents or violations, or were much more likely
to obtain a driver's license, compared to those not par-
ticipating in these programs. They also investigated
whether the presence of high school driver training pro-
grams was linked to lower rates of motor vehicle crashes
among inexperienced drivers. The results of this review
of nine studies found that there was no compelling evi-
dence to suggest that high school driver education de-
creased the number of motor vehicle accidents among
teenage drivers, either at the individual or community
level. In contrast, there was evidence that these pro-
grams were linked with higher rates of involvement in
young drivers' crash or injury, as they led to early licen-
sure.
Several systematic reviews among older drivers
have indicated that driver training has little or no direct
impact on road safety, in terms of crash or injury risk
reduction.8,9,14 However, there is evidence that these
programs can have a beneficial effect on several sec-
ondary outcomes (e.g. enhancing driving performance,
or driving actions and knowledge or driving aware-
ness).8,9,14 In another systematic review of post-license
driver education,10 which primarily looking at remedial
educational programs, the researchers again concluded
that there was no clear evidence that these programs
reduce crash or injury, and only very poor evidence
that they minimize re-offending.
Quality Assessment
The final scoring of the methodological quality of
each SR is presented in Table 2. Based on the AMSTAR
methodology, the overall score for six SRs was as-
sessed to be high and one was found to be of medium
quality.

Table 2: Methodological quality assessment of the included systematic reviews.

Authors 1 2 3 4 5 6 7 8 9 10 11 Scoring
Kua et al. (2007)9 Yes Yes Yes No No Yes Yes Yes Yes Yes No High(8)
Vernick et al.
No Yes No No No Yes Yes Yes Yes No No Medium (5)
(1999)17
Ker et al. (2005)10 Yes Yes Yes Yes No Yes Yes Yes Yes Yes No High(9)
Roberts et al.
Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes High (11)
(2008)6
Korner-Bitensky et
Yes Yes Yes Yes Yes Yes Yes Yes Yes No No High (9)
al. (2009)8
Sangrar et al.
Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes High (11)
(2019)14
Martín-delosReyes
Yes Yes Yes Yes No Yes Yes Yes Yes No No High(8)
et al (2019)7

All 11-items were scored as “Yes”, “No”, “Can’t Answer” or “Not Applicable”. AMSTAR comprises the following items:
1. ‘a priori’ design provided;
2. Duplicate study selection/data extraction;
3. Comprehensive literature search;
4. Status of publication as inclusion criteria (i.e., grey or unpublished literature);
5. List of studies included/excluded provided;
6. Characteristics of included studies documented;
7. Scientific quality assessed and documented;
8. Appropriate formulation of conclusions (based on methodological rigor and scientific quality of the studies);
9. Appropriate methods of combining studies (homogeneity test, effect model used and sensitivity analysis);
10. Assessment of publication bias (graphic and/or statistical test); and
11. Conflict of interest statement.

Journal homepage: http://www.jivresearch.org J Inj Violence Res. 2021 Jan; 13(1): 69-80. doi: 10.5249/ jivr.v13i1.1592
Akbari M et al.
Discussion
To the best of our knowledge, this current systematic
review of systematic reviews is the first study to investi-
gate the efficacy of pre-LDE and post-LDE aimed at
improving the safety of drivers. Based on 7 SRs (5 SRs
and 2 Meta). The present study found that pre- and
post-license driver training improved driving perfor-
mance, self-perceived driving ability, and may also re-
sult in a small decrease in traffic offenses. However,
these educational interventions were not effective in re-
ducing crashes and injuries, either at the individual or
community level.
Driver education is a popular approach for improv-
ing road safety,44 but our study indicates that driver
education has not been effective in achieving its main
outcome, which is reducing crashes, injuries, and deaths.
This negative finding may be due to the use of ineffec-
tive teaching methods, ineffective course content, failure
to understand the needs of adult learners, or not target-
ing the correct risky driving behaviors.
Educational interventions may not always have the in-
tended effect on all individuals, which needs to be taken
into consideration. It has been found that raising aware-
ness of risk may reduce the subject's attractiveness for
some learners, while for others it may be more attractive
and more likely to lead to action.18 Furthermore, the
systematic review by Roberts et al.6 reported that
school-based driver education interventions can even
lead to more harm, by reducing the age at which they
obtain a license and thus leading to an increase in the
proportion of teenagers involved in traffic crashes.
Some researchers have argued that road safety ed-
ucation interventions frequently focus on vehicle control
skills, which are not often the most important issue when it
comes to crash involvement.18,19 Perhaps road safety
educations focuses too strongly on a small number of
driving behaviors, such as speed and neglect other im-
portant behavioral aspects, such as smoking, alcohol,
and drug use. In such a case, training recipients, even if
they show improvements in their attitudes and driving
speed, the negative impact of other behaviors, such as
alcohol consumption will continue to increase the number
of crashes and their related injuries.18 In fact, some edu-
cational interventions satisfy a number of goals but do
not necessarily target all of the important causes, which
reduces the efficiency of such interventions.19 Further-
more, most educational interventions only provide gen-
eral information about safety, without providing drivers
a clear understanding of their own behavior as a road
user. Many education interventions focus on improving
knowledge and attitudes, rather than an individual’s
J Inj Violence Res. 2021 Jan; 13(1): 69-80. doi: 10.5249/ jivr.v13i1.1592
Injury & Violence 75
actual behavior, which reduces these interventions' effi-
ciency.19 In other words, drivers may have an aware-
ness of the risks and the appropriate knowledge, but
still engage in unsafe behavior even after education
program.18
The ineffectiveness of education programs may be
caused an implementation without appropriate scientific
evidence or being based upon educational theory.
Some researchers believe that designing an education-
al intervention without regard to guiding theory is like
prescribing a medical drug to a patient regardless of
the patient's physiology.18,20 Nasvadi and Vavrik sug-
gested that before making decisions regarding driving
education, it is important to carefully assess the poten-
tial benefits and contents in order to optimize the effi-
cacy of the interventions.21 Furthermore, another prob-
lem with driver education-based interventions is that
designers do not include appropriate behavior change
techniques.22-23
In the case of safe traffic behavior, it has been ar-
gued that the resources allocated to educational pro-
grams may fail to improve traffic safety since traffic
collisions and their related injuries do not decrease and
drain already stretched budgets and hinder the devel-
opment of more creative and innovative solutions.24 The
ineffectiveness of training and education programs
have also been reported in other areas, prompting the
British Medical Association to conclude that many edu-
cational interventions are politically attractive, but have
been found to be ineffective.25
The implementation method of educational pro-
grams can also influence its effectiveness. For example,
it has been shown that educational activities are often
implemented in short time periods.26 Short-term educa-
tion includes the length of the session, the number of
sessions, and the interval between sessions. The use of
short-term interventions may reduce the long-term ef-
fectiveness of education or training for many individu-
als.18 Continuous driver education should be conducted
in an evidence-based holistic framework, using road
safety interventions such as the enforcement of traffic
safety and risk reduction by decreasing and controlling
early exposure.27-28
Our conclusion should be interpreted with caution on
the effects of education on road safety, because first
we should be ensured that the evaluation of interven-
tions across primarily included studies has conducted
with a scientific method, appropriately.17 For example,
when the driver education cannot reduce the crash or
death rate, this failure may be manifested in the inabil-
ity of young drivers' function, inexperience, or interac-
tion of other characteristics, instead of reflecting inabil-
Journal homepage: http://www.jivresearch.org
 76 Injury & Violence Akbari M et al.

ity education interventions.21 Other study by Zhang et
al.,29 reported that driving educational interventions
were effective only among careful drivers. And also, the
period between getting safe behavior and reducing
road crash and injury in the community is a very long
and time-consuming phenomenon. So measuring the rate
of road traffic injuries and education's effect seems not
to be a rational manner. Instead, the effect of education
interventions should be measured on safe traffic related
behaviors. On the other hand, when educational inter-
ventions accompanied by other important factors such as
road safety; vehicle quality and safety; and even sig-
nalization, policy, legislation, law enforcement, etc, it
could improve safe behavior.14
In brief, our findings are important to consider for
stakeholders and policymakers. Driving education was
not found to be an effective approach for improving the
main outcomes, which are crashed and injuries. The rea-
sons for this need to be considered in future research.
This study examines the efficacy of pre-LDE and
post-LDE interventions to improve the safety of drivers
(includes crashes, injuries, or secondary outcomes). A
review of systematic review studies can give us a com-
plete result. One of the strengths of this study was the
qualitative review of the studies, most of which were of
high quality. Also, a review of several large databases
demonstrates the comprehensiveness of this study. How-
ever, the limitations of the study should not be over-
looked. Among other things, numeric data was not pos-
sible to perform meta-analysis and comment in numeri-
cal data. Also, there may be overlap between the ini-
tial studies included in the systematics understudy and
have achieved similar results in all respects.
Conclusion
There is no evidence the pre-LDE or post-LDE driver
education leads to a reduction in crashes or injuries. This
negative finding may be due to the use of ineffective
teaching methods, the absence of effective techniques
for changing attitudes or future behaviors, failure to
understand the needs of adult learners, or not targeting
the correct risky behaviors.
Acknowledgments
This study was undertaken as part of a Ph.D. thesis
and was supported by a grant awarded from the
Deputy of Research and Technology at the Shiraz Uni-
versity of Medical Sciences (Grant No.1396-01-104-
16210).
Funding: There was no funding.
Competing interests: None declared.
Ethical approval: Not required.

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Akbari M et al. Injury & Violence 79

Appendix 1
Reviews identified for full-text evaluation

Title Authors Reason of excluded

Is there a case for driver training? A review of the efficacy of pre- No adherence to the PRISMA check-
Vanessa Beanland et al.5
and post-licence driver training list(no systematic review)

Efficacy of training with driving simulators in improving safety in Luis Miguel Martín-
No relevant outcome presented
young novice or learner drivers: A systematic review delosReyes et al.7

Post-licence driver education for the prevention of road traffic

Katharine Ker & et al.10 No relevant outcome presented
crashes: a systematic review of randomised controlled trials

The effectiveness of road safety education Nina Dragutinovic et al.18 No driver education

No adherence to the PRISMA check-

Education in road safety-are we getting it right? Frank McKenna et al.19
list(no systematic review)

The effectiveness of driver training as a road safety measure: A No adherence to the PRISMA check-
Christie, Ron et al.24
review of the literature list(no systematic review)

Scoping Review of the Driving Behaviour of and Driver Training No adherence to the PRISMA check-
Nathan J. Wilson et al.30
Programs for People on the Autism Spectrum list(no systematic review)

The efficacy of advanced driver training: A targeted literature No adherence to the PRISMA check-
Vanessa Beanland et al.31
review list(no systematic review)

Do driver training programs reduce crashes and traffic violations? A No adherence to the PRISMA check-
Raymond C. Peck et al.32
critical examination of the literature list(no systematic review)

No adherence to the PRISMA check-

European advanced driver training programs: Reasons for optimism Simon Washington et al.33
list(no systematic review)

No adherence to the PRISMA check-

Assessment. Driver education and training in post-primary schools Ray Fuller et al.34
list(no systematic review)

No adherence to the PRISMA check-

Good Practice in Pre-driver education Carole Deighton et al.35
list(no systematic review)

The Effectiveness of driver Education Programs in Reducing Traffic No adherence to the PRISMA check-
Al-Subhi, Suhail S et al.36
Accidents in Saudi Arabia list(no systematic review)
Simulators, driver education and disadvantaged groups: A scoping
Lyndel Bates et al.37 No relevant outcome presented
review
A comparison of driver education effectiveness: Gary E. Anker No adherence to the PRISMA check-
summer programs versus semester-long programs et al.38 list(no systematic review)

No adherence to the PRISMA check-

Education, publicity and training in road safety: A literature review Michael Henderson et al.39
list(no systematic review)
Road Safety Education and Training from a Public Health Perspec-
Ron Christie et al.40 No relevant outcome presented
tive
Effectiveness and Role of Driver Education and Training in a Grad- No adherence to the PRISMA check-
Mayhew, Daniel R et al.41
uated Licensing system list(no systematic review)

What is the Effect of Driver Education

Programs on Traffic Crash and Violation Stephen Michael et al.42 No relevant outcome presented
Rates?

No adherence to the PRISMA check-

Evaluation of pre-driver education program Haworth Narelle et al.43
list(no systematic review)

J Inj Violence Res. 2021 Jan; 13(1): 69-80. doi: 10.5249/ jivr.v13i1.1592 Journal homepage: http://www.jivresearch.org
 80 Injury & Violence Akbari M et al.

Appendix 1 (Cont.)
Reviews identified for full-text evaluation

Title Authors Reason of excluded

The safety value of driver education an training D R Mayhew et al.44 No relevant outcome presented

An examination of what the currently available data can tell us

about the effects on offence and crash Ben Lewis-Evans et al.45 No relevant outcome presented
history of two driver education programs.

The Effectiveness of Road Hazard Perception Training: Literature

Justina Slavinskienė et al.46 No driver education
Review
A review of educational and legislative strategies
Philip L Graitcer et al.47 No driver education
to promote bicycle helmets

Large-Scale Evaluation of Driver Education Review of the Litera-

Lawrence Lonero et al.48 No relevant outcome presented
ture on Driver Education Evaluation 2010 Update

Review of the ACT Road Ready and Road Ready

No adherence to the PRISMA check-
Plus Novice Driver Road Safety Education Alexia Lennon et al.49
list(no systematic review)
Course Material

Trends in Driver Education and Training Lawrence P. Lonero et al.50 No relevant outcome presented

Young novice drivers, driver education and training: Literature No adherence to the PRISMA check-
Inger Engström et al.51
review list(no systematic review)

Christie, Ron
The effectiveness of driver training as a road safety measure No relevant outcome presented
et al.52

The Effectiveness of Driver Training/Education as a Road Safety No adherence to the PRISMA check-
Christie, Ron et al.53
Measure list(no systematic review)

Graduated driver licensing: An international review Lyndel J. Bates et al.54 No relevant outcome presented

The Roles and Performance of Professional No adherence to the PRISMA check-

Zulhaidi M. Jawi et al.55
Driving Instructors in Novice Driver Education list(no systematic review)

Is evidence in practice? Review of driver and cyclist education No adherence to the PRISMA check-
Meghan Winters et al.56
materials with respect to cycling safety evidence list(no systematic review)

Safety education of pedestrians for injury prevention:

Olivier Duperrex et al.57 No driver education
a systematic review of randomised controlled trials

The efficacy of road safety education in schools:

SJ Raftery et al.58 No driver education
A review of current approaches

Child–parent interaction in relation to road safety education: part

Mima Cattan et al.59 No driver education
1–A critical literature review

Journal homepage: http://www.jivresearch.org J Inj Violence Res. 2021 Jan; 13(1): 69-80. doi: 10.5249/ jivr.v13i1.1592